School Well-being Research Articles

Factors that promote student well-being in schools: a scoping review of Australian and Aotearoa New Zealand literature

AbstractWell-being has been touted for many years as a critical factor in achieving positive outcomes for students in schools across Australia, Aotearoa New Zealand, and globally. Despite extensive reporting of student well-being concerns, further research is needed to fully understand this complex construct. This paper presents a scoping review aimed at developing a comprehensive understanding of student well-being by examining key factors highlighted in the literature. Using the PRISMA-ScR approach, a search was conducted using Google Scholar to identify studies published between 2010 and 2023 that focus on student well-being in Australian and Aotearoa New Zealand school contexts. Additional relevant grey literature, including policy documents, contributed to this review. A total of 46 studies met the eligibility criteria for more detailed analysis. The review identified three primary themes influencing student well-being: the role of student voice, the impact of the physical environment (which we call perivallon), and the nature of student relationships with teachers, peers, and themselves. These factors were found to be interrelated, with relationships serving as both an independent influence and a mediating factor affecting the other dimensions. The literature review leads to a multi-dimensional complexity model of well-being. This model suggests potential mechanisms by which a small change to an external factor can have far reaching, and potentially unexpected, impacts on student well-being. The implications and limitations of such a model are discussed, and avenues for future research are suggested.

Gritty Parenting: The Development and Validation of the Parental Grit Scale

In this study, we aimed to expand the domain specificity of grit by exploring it in the realm of parenting. Parental grit was defined as parents’ inclination to demonstrate perseverance, sustained passion, and adaptability in pursuing long-term parenting goals. With longitudinal data from 1,373 U.S. parents, we developed and validated the Parental Grit Scale (PGS) in three phases: item development and revision, establishment of factor structure, and examination of criterion-related and incremental validity. The PGS exhibited a three-factor structure and (partial) scalar measurement invariance across genders, the status of the child’s special needs, and measurement occasions. The PGS demonstrated moderate temporal stability. We found evidence of its validity in predicting parental emotional exhaustion, self-efficacy, autonomy support, and parents’ perceptions of children’s school well-being. Parental grit explained variance in these outcomes beyond domain-general grit and conscientiousness. The PGS has sound psychometric properties and is a valuable measure in the parenting domain.

Physical education teachers’ experiences during the COVID-19 pandemic: conceptualizing outdoors as a job demand and resource for school wellbeing

ABSTRACT Education systems across the world were significantly impacted by the disruptions of the COVID-19 pandemic. To accommodate physical distancing requirements mandated by public health authorities, many school gymnasiums were co-opted to become classrooms, consequently displacing many physical and health educators to teach in outdoor contexts. Through semi-structured interview methods, this research unpacked the perspectives of 10 Canadian physical and health educators’ experiences teaching outdoors during the pandemic. Findings indicated that: (a) physical educators struggled to navigate COVID-19 school protocols; (b) outdoor learning environments mitigated the strain of these regulations; (c) outdoor contexts benefited the wellbeing of staff and students; and (d) there were challenges associated with teaching outdoors. Utilizing the job demands-resource theoretical framework, this study illuminated a novel concepetualization of how teaching in outdoor spaces served as both a challenging job demand, but also a valuable job resource to support school wellbeing.

Study on the Emergence and Intervention of Mental Health Problems among Chinese Adolescents

The mental health of Chinese adolescents has received widespread attention due to the rising rate of adolescent suicide. Although previous studies have focused on the causal analysis of such problems, there is still room for further improvement. This study examines the impact of mental health problems from four distinct perspectives in Chinese society. Specifically, cognitive, psychological, behavioral, and physical effects. Then, this study analyzes the causality of mental health problems from three different aspects of adolescents’ daily lives: school-related causality, family-related causality, and peer-related causality. On this basis, the paper makes the following recommendations: Students can develop time management and self-control skills to reduce stress in a high-pressure educational system. Parents and peers can provide emotional support and counseling to help students experiencing emotional distress. Parents, in particular, can aim to create a harmonious family environment to ensure the mental well-being of adolescents Schools can create a harmonious school environment and build healthy peer relationships to prevent bullying behavior.

Mental health problems identified in early school age and later mental health problems and disorders

Abstract Background Poor mental health in childhood and adolescence youth is an important public health challenge. We aimed to examine the prospective association between mental health problems among primary school children and later diagnosed mental disorders and mental health problems in youth. Methods A prospective cohort study of children participating in school health nurse examination during first years of primary school (approx. 6 years) in 17 municipalities in the capital region of Copenhagen, Denmark, with follow-up until their 16th birthday. Baseline data included information from national population registers and school health nurse records. Outcome variables: mental disorders diagnosed at hospital from approx. age 6 until 16 years (N = 6,930) and school health nurse records of mental health problems at approx. age 16 (N = 11,250). Results Problematic relations to peers in early primary school was associated with later neurodevelopmental disorders, including intellectual disability, autism-spectrum disorder and disorders of hyperactivity and inattention (AOR=4.14, 95% CI 2.15-7.97), and poor home related well-being in youth (AOR=1.67, 95% CI 1.02-2.74). Poor school well-being in early primary school was associated with poor school well-being ten years later (AOR=1.67, 95% CI 1.19-2.34) as well as problematic relations to peers (AOR=1.83, 95% CI 1.08-3.10). Further poor general well-being in early primary school was associated with problematic relations to peers in youth (AOR=2.21, 95% CI 1.17-4.18). Conclusions School health nurses identify a group of children in the early years of primary school with mental health problems and an increased risk of later mental health problems and disorders, and therefore they play an important role in the early identification of children at risk. Key messages • Children with problematic relations to peers have up to a fourfold increased risk of later mental disorders. • The school health nurses play an important role in the early identification of children at risk of later mental health problems.

Developing mental wellbeing promotion practices in Finnish primary schools: The CONSENSUS project

Abstract Issue/problem Schools constitute a key arena for promoting mental wellbeing among children and adolescents, and the Finnish welfare state has many beneficial structures in place for promoting mental wellbeing in schools. However, as mental health problems are prevalent, the need to advance this work is vital, ideally applying a holistic approach focusing on school-family interaction. Description of the problem The Finnish CONSENSUS project (2021-2025) focuses on the development of new practices and collaboration models in mental wellbeing promotion, targeting pupils in 13 primary schools in the Ostrobothnia region. The project answers question such as: What focal areas are prioritized by stakeholders in the development of mental wellbeing promotion in schools? How do participatory principles contribute to the development process and related outcomes? Results In 2024, a synthesis of previous project results (interviews, focus groups and longitudinal survey data collected among pupils, school personnel, school health care services and parents) was generated. The synthesis encompasses 20 possible priority areas to focus on in the development of mental well-being promotion actions, which are ranked by stakeholder representatives utilizing Delphi methods. Some pinpointed priority areas are implemented and evaluated in collaboration with self-selected schools during the academic year 2024-2025. Lessons Results highlight priorities in the development of mental wellbeing promotion in Finnish primary schools and describe focal areas being piloted, also illustrating opportunities and challenges when implementing participatory principles in action research projects. Key messages • Project results highlight prioritized areas in the development of mental wellbeing promotion in Finnish schools, as well as new initiatives currently being piloted. • The project approach emphasising participatory principles provides lessons for other initiatives focusing on mental wellbeing promotion development in schools.

Insights into longevity and the professional lifespan of early and mid-to-late career teachers: perspectives of teacher wellbeing

ABSTRACT This article reports on the findings of research that investigated the personal, organisational, and socio-political factors that affect early and mid-to-late career teachers’ well-being in Australian schools. Framed through the lens of the Job Demands-Resources Model, the study focused on both positive and negative indicators of teacher well-being. Informed by a qualitative research methodology, the study draws upon data from in-depth semi-structured interviews with early and mid-to-late career teachers which addressed four dimensions of impact on teacher well-being: (i) job/professional resources, (ii) job/professional demands, (iii) school culture, and (iv) social, cultural, and political challenges. Examination of the data indicates that both novice and experienced teachers rely significantly on accessible resources like mentorship, professional learning communities, increased autonomy, and interpersonal connections, which contribute positively to their overall well-being. However, challenges such as time constraints, administrative responsibilities, toxic school environments, and larger systemic issues exert detrimental effects on teachers’ well-being.

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

BackgroundThe development of social competencies is key for enhancing both cognitive and non-cognitive skills among students. These competencies are central to students' ability to function socially, feel included, and experience overall well-being within the school environment. Schools can play an active role in promoting and shaping these outcomes by implementing various strategies. This study presents and reports on the outcomes of a six-week social-emotional intervention program implemented by class teachers. MethodsThe pilot study employed a two-arm cluster non-randomized trial with a pretest-post-test design. The study evaluates students' social competencies as the primary outcome and social functioning, social inclusion, and school well-being as the secondary outcomes. Students in the intervention group participated in a six-week social-emotional learning intervention, attending two sessions each week, while the control classes followed the regular curriculum. ResultsData were collected from both teachers and students. Student-reported data were collected from 266 students (n = 124 girls, n = 142 boys) aged 8 to 14 (M = 9.84) and from teachers on 212 students (n = 92 girls; n = 115 boys). Results of the linear mixed model analysis showed for teacher reporting on students’ outcomes a decrease in internalizing (β = -0.85, p = 0.035) and externalizing behavior problems for students in intervention classes (β = -6.84, p = 0.020). No significant changes were observed in social-emotional competencies, social inclusion and school well-being. ConclusionAfter the social-emotional intervention program reduced internalizing and externalizing behavior problems were observed, with age moderating both outcomes. The results are consistent with previous research; however, they also suggest that the intervention could benefit from adjustments, such as a longer implementation period and follow-up evaluation. External factors such as the COVID-19 pandemic and repeated school closures at the time of the study may have impacted the results additionally.

Book Review: Boys Do Cry: Improving Boys’ Mental Health and Wellbeing in Schools

Book Review: Boys Do Cry: Improving Boys’ Mental Health and Wellbeing in Schools

The Influence of Student Engagement and Teacher Interpersonal Communication on School Well-Being of Students

The objectives of this study were to: 1) Investigate the effects of student engagement and teacher interpersonal communication on school well-being, 2) Analyze the specific impact of teacher interpersonal communication on school well-being, and 3) Evaluate the combined influence of both student engagement and teacher interpersonal communication on school well-being. The study focused on all 12th-grade students at SMK Negeri 4 Palembang, selecting a sample of 87 students from three classes: Class XII Machining, Class XII Computer Network Engineering, and Class XII Modeling and Building Information Design. A probability sampling technique, specifically simple random sampling, was employed. Data collection involved three scales: the School Well-being Scale, the Student Engagement Scale, and the Teacher Interpersonal Communication Scale. The collected data was then analyzed using multiple linear regression with SPSS 26.0. The results revealed that: 1) Both student engagement and teacher interpersonal communication have a significant influence on school well-being at SMK Negeri 4 Palembang, with an F-value of 28.118, exceeding the F-table value of 3.104, and an R-value of 0.633. 2) Student engagement shows a positive and highly significant impact on school well-being, with a t-value of 7.497, surpassing the t-table value of 1.708 (t-count > t-table). 3) Teacher interpersonal communication also has a positive and significant effect on school well-being, with a t-value of 5.258, higher than the t-table value of 1.708 (t-count > t-table).

Measuring School Well-Being in Primary Education: A Systematic Review

The aim was to explore the literature for instruments that assess school well-being, identifying their design features and construct appropriateness. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, and the PICO strategy to formulate the research questions. Fifty-two articles on instruments to assess pupils' school well-being were analysed using an interpretive approach. The results showed that school well-being is a topic of global interest, with China standing out, with non-uniform growth since 2007, being most notable in 2018 and 2019. Longitudinal and qualitative studies have appeared more frequently in recent years. The presence of multidimensional instruments stood out, with no consensus on the identification of the items to be assessed from a holistic perspective. This study paves the way for the design of a questionnaire that operationalise school well-being, considering not only the literature, but also the direct perceptions of pupils.

The associations among racial and ethnic identity and perceptions of professors, support, and mental wellbeing in schools of social work

ABSTRACT In the summer of 2020, the United States witnessed unprecedented unrest following the police killing of George Floyd. The reckoning with racial injustice stimulated discussions throughout colleges and universities in the country – particularly within schools of social work – about systemic racism, power, privilege, bias, and inequity. Current political and racial climate have caused tremendous emotional stress for many BIPOC (Black Indigenous people of color) students. In response to national political concerns, scholarships addressing racial justice and higher education emerged, pivoting their efforts toward developing new initiatives to promote diverse and inclusive campus environments. This pilot study recruited a convenience sample (N = 33) from social work programs from 20 different universities throughout the country to complete quantitative surveys. Participants were primarily women (82.9%), and white (65.9%), with some students identifying as non-binary gender, and some with learning or physical disabilities. The study explored student characteristics on their perceptions of their sense of feeling supported, connected to the university, experience of diversity initiatives, and overall mental health. Regression models indicate that BIPOC students were more likely to disagree that their social work programs focused on diversity. Similarly, women students reported a lack of new commitment to diversity among their campuses. Although the CSWE has committed to diversity and inclusion in social work programs and the profession for 40 years, this pilot study suggests that social work students still do not consistently perceive a focus on diversity and race discussions as adequate. This study can help social work schools and administrators research their curriculum, faculty, and students while adopting the new EPAS competencies.

School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review

Thesis. This systematic review article argues that school well-being is closely linked to various factors, such as academic performance, interpersonal relationships, and self-concept. It posits that promoting school well-being can significantly enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Concept. School well-being is intricately linked to various factors including academic performance, interpersonal relationships, and self-concept. This study critically evaluates these factors, organising and assessing previous research to inform future studies and pedagogical strategies. Results and conclusion. The review reveals that school well-being is significantly connected to academic performance, quality of interpersonal relationships, and self-concept. Additionally, factors such as anxiety are identified as major contributors to student distress, impacting their overall school well-being and academic outcomes. The findings suggest that promoting school well-being can effectively enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Promoting school well-being emerges as a key strategy to optimise the educational experience and academic outcomes. The study highlights the importance of tailored pedagogical approaches that address individual differences and foster a supportive and inclusive classroom environment. Integrating socio-emotional learning and continuous monitoring of student well-being are recommended for sustainable educational success. Originality. This article provides a novel synthesis of existing research on school well-being, linking it to academic performance, interpersonal relationships, and self-concept. It offers practical pedagogical guidelines based on a comprehensive literature review, highlighting the importance of socio-emotional learning and continuous monitoring of student well-being to enhance educational outcomes.

DETERMINATION OF THE RISK FACTORS ASSOCIATED WITH PROBLEMATIC SOCIAL MEDIA USE AMONG ADOLESCENTS OF ALBANIAN AND MACEDONIAN DESCENT IN NORTH MACEDONIA

Problematic social media use turns out to have effects on many dimensions of teenagers' lives, including emotional well-being, social interactions, and interpersonal relationships. The focus of research is oriented directed towards identification, in addition to its effects, the predictive factors associated with problematic use of social media. The purpose of this study is to predict the effect of family support, school support and school well-being on the problematic social media use among adolescents in North Macedonia. The study included 5144 adolescents 11, 13 and 15 years old, of which 48.4% are boys and 51.6% are girls. Considering the structure of the population in the country, 66.6% are young Macedonians and 33.4% Albanians. The data presented are part of the cross-sectional study "Health and Behaviour of School-aged Children", collected during 2022. The results of the research showed that family support is a predictor of problematic social media use for Macedonian and Albanian girls and boys, whereas teacher support did not emerge as a determinant of problematic social media use. Prediction role of classmates’ support and school pressure are also discussed.

School Social Environment and Psychological Wellbeing among Learners in Junior Schools in Tharaka Nithi County, Kenya

The study sought to establish the relationship between school social environment and psychological wellbeing among learners in Junior Schools in Tharaka Nithi County, Kenya. It adopted descriptive survey and correlational research designs. Multistage sampling was used to select 377 respondents comprising of 328 grade 8 learners, 42 grade 8 class teachers and 7 Sub- County Quality Assurance and Standards Officers. Psychometric test instrument, questionnaires and interview schedules were used to collect data from sampled respondents. Reliability of the instruments was ascertained through Cronbach analysis of data obtained from a pilot study carried among 53 respondents sampled from the same study area but who were not involved in the actual study. Data was collected from 325 grade eight learners, 41 grade eight class teachers and 5 Sub-County Quality Assurance and Standards Officers (SQASO) in Tharaka Nithi County giving the study a return rate of 98.41%. Qualitative data obtained was analyzed thematically while quantitative data was analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between the variables while hypothesis was tested using regression analysis at 95% level of significance. The study established that a positive social relationship between among peers and positive interactions between learners and teachers catalyze the social environment which promotes junior school learners psychological wellbeing. It concluded that the school’s social environment is negatively and significantly related to the psychological wellbeing of junior school learners.The study recommended that management of public junior school in collaboration with other education stakeholders launch and monitor turn-around initiatives aimed at fostering quality school social environment for learners’ improved psychological wellbeing. Areas of focus could include workshops on peer relations, stress management techniques, seminar on teacher-learner interaction, problem-solving techniques, and goal-setting for social and academic success could be part of the initiatives.

Strengthening wellbeing in schools after COVID-19: a pilot evaluation of an awareness based intervention for children and young people

ABSTRACT A National Wellbeing Project was developed following Covid-19 to promote wellbeing in children and young people (CYP). Two 8-week, awareness-based interventions, Breath-Body–Mind (BBM) and Creative Mindfulness (CM), were delivered by external facilitators over an 8-week period in primary and post-primary schools across 5 sites in the Republic of Ireland. A convergent mixed methods evaluation was conducted. Teachers completed the Emotional Regulation Checklist for CYP before and immediately post intervention. Focus groups and interviews were conducted with 40 CYP, 13 school staff and 6 programme staff. Linear mixed modelling showed a main effect of intervention on teacher reported (n = 172) emotional regulation and dysregulation in children; post-hoc test showed significant changes amongst those who engaged in BBM only. Stakeholders highlighted positive experiences of programme participation and intervention benefits, including new coping skills and improved regulation in classroom settings. Capacity building benefits for teachers and schools were also identified. The qualitative findings shed light on facilitators and challenges to programme success. Mental health challenges in CYP have increased post-Covid-19. The findings point to the potential utility of brief wellbeing-focused supports in promoting regulation and wellbeing in CYP, although further research is required. Factors influencing the success of school-based wellbeing interventions are discussed.

Peering Deeper: Student Perspectives on School Well-being and Youth Engagement

We examined students’ perspectives on well-being and youth engagement in schools using a Youth Participatory Action Research approach. Students (N = 11) trained as peer researchers and then interviewed their peers. Interviews (N = 21) were analyzed using reflexive thematic analysis and six themes were developed: desire for versus reality of a healthy school, insufficient school strategies to promote well-being and mitigate harm, listening to and actioning students’ ideas, diverse opportunities for student engagement, pre-conceived ideas of student capability, and importance of a support role. Through this project, we peered deeper into students’ viewpoints about well-being and youth engagement in their schools.

School-based prevention of teacher and parental violence against children: Study protocol of a cluster-randomized controlled trial in Tanzania

BackgroundViolence against children at home and at school is particularly prevalent in Africa and is associated with adverse and persistent health effects on children. The violence prevention intervention Interaction Competencies with Children - for Teachers (ICC-T) is an effective tool to reduce violence against children by fostering teachers’ non-violent communication and interaction skills. To enhance these effects, in the present study, ICC-T will be extended to parents (ICC-P) aiming to increase children’s experience of consistent behavior and application of non-violent discipline strategies between teachers and parents.MethodsTo investigate the effectiveness of the school-based combined implementation of ICC-T and ICC-P, a cluster-randomized controlled trial with 16 primary schools in the urban district of Morogoro in Eastern Tanzania will be conducted. Both quantitative (structured interviews) and qualitative (focus group discussions, in-depth interviews, evaluation forms) methods will be used to investigate the effects on teachers’ and parents’ violence against children in home and school settings. The intervention implementation will be accompanied by a comprehensive process evaluation to assess the implementation quality of and participants’ engagement with ICC-T and ICC-P. Potential downstream effects of violence reduction will be investigated by assessing the children’s mental health and well-being.DiscussionThe present study aims to provide evidence for the feasibility, acceptability, and effectiveness of the school-based combined implementation of ICC-T and ICC-P to reduce teacher and parental violence against children and contribute to children’s well-being in home and school settings.Trail registrationThe clinical trial was registered at ClinicalTrials.gov (ClinicalTrials.gov, 2024) under the identifier NCT06369025 (Hecker, Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz) (PreVio), 2024) on April 17, 2024.

Student wellbeing in vertical schools: a multilayered student voice approach for inclusion and influence

AbstractVertical schools are a new type of school in Australia, with little research available to guide designers and school leaders how to address the physical and social challenges that density and interiority add to the students’ schooling experience. As students capably communicate their experiences and perspectives about school spaces for wellbeing, pioneering students in three new vertical schools demonstrated the power of student voice in the Thriving in Vertical Schools project, a 3-year mixed-methods Australian Research Council Linkage project. Young people showed adults how their school spaces enable them to be, feel, and do activities where they feel capable, and how the vertical school environment contributes to wellbeing. Students communicated their voice through multiple layers: the student voice processes (methods), stories with sensory atmospheres (experience), and participating in impactful discussions with adults (action/influence). Adult designers and education leaders were interviewed several weeks after listening to students, identifying how student perspectives had influenced their work. This paper demonstrates how the combination of participatory voice-inclusive methods enabled students to communicate immersive experiences that brought light to interactions for school wellbeing at a level of granularity that adults had not had access to before to influence future designs. This paper argues for the value of attending to student voice and sensitivity in providing choice and options when doing so, so that students are supported to express themselves and their rich experiences in ways of their choosing and ways comfortable to them.

Young People's Career Roadmap: Demographic Factors Determining Emotional and Psychological Well-Being in Secondary School

Determining secondary school students' emotional and psychological well-being and understanding the factors affecting these constructs is important due to the increasing interest in educational psychology. The study group consisted of 254 middle school students aged 10-14. Hierarchical regression analysis was used to determine the level of prediction of emotional and psychological well-being of middle school students by age and career development. In the first block of the analysis, age, and average academic achievement were taken, and it was determined that they explained 10% of the variance in emotional and psychological well-being. In the second block, career development sub-dimensions were taken, and it was seen that these sub-dimensions contributed 24% to emotional and psychological well-being. The findings obtained from the study were discussed in comparison with the studies in the literature, and suggestions were made for field workers.